Thematic analysis of influencers on continuing professional learn

INTRODUCTION

Statement of the Problem

Assistant professors face various responsibilities, including managing finances, teaching, departmental service, community engagement, and mentoring doctoral students (Cohen & Kisker, 2010; Gappa, Austin & Trice, 2007; Schuster & Finkelstein, 2006) While numerous books offer guidance on navigating academia and provide advice for successful acculturation, they often rely on limited data As a result, there is a lack of comprehensive studies that truly capture the professional learning experiences of assistant professors (Boice, 2000; Lucas & Murry Jr., 2011).

This study explores the ongoing professional development of assistant professors in engineering, emphasizing the influence of various entities on their experiences While the department and individual faculty members are recognized as key factors, the research seeks to identify additional entities and understand how their interactions are perceived by faculty members.

Expanded Explanation of the Research Problem

Many individuals face challenges in areas such as teaching, grant writing, and managing teams, while also navigating the complexities of community engagement within both university and local contexts Additionally, they often struggle with balancing personal lives amidst various expectations (Fagen, Suedkamp, & Wells, 2004; Golde & Dore, 2004; Wulff et al., 2004).

Junior faculty are strategically hired as an investment in the future of their academic institutions, with the expectation that they will develop into competent professionals and ultimately achieve tenure Their success hinges on engaging in various critical activities, including producing and disseminating scholarship, mentoring undergraduate and graduate students, building community relations, contributing to service within the academy, and balancing personal life demands This raises important questions about how faculty members evolve into professionals and the significance of their professional development to their institutions.

Professional development for incoming faculty has historically posed challenges, as they were expected to independently acquire the necessary skills for success (Wulff and Austin, 2004) This approach overlooks the diverse backgrounds and varying levels of preparation that new assistant professors bring to campus, highlighting the ongoing need for growth and development As Ann Austin (2002, p 128) emphasized in her speech on the future of professional development, it is essential to address these needs to foster a more effective and supportive academic environment.

The landscape of higher education is undergoing significant transformation due to various external and internal pressures, which directly affect faculty members' work and lives As new expectations emerge, the next generation of faculty must possess a diverse set of skills, knowledge, and understanding that surpasses traditional requirements Consequently, the preparation for these future educators must evolve beyond conventional methods.

In 2002, the expectations for faculty began to shift significantly, and over the past decade, these demands have intensified Faculty members are now expected to integrate technology into their teaching, adopt innovative pedagogical approaches, enhance the undergraduate experience, produce high-quality research, and secure funding in an increasingly competitive landscape With these growing responsibilities, it is crucial to explore how tenure-track assistant professors engage in ongoing professional development within today's Carnegie classified RU/VH institutions.

This qualitative study explores the unique experiences of junior engineering faculty, shedding light on their ongoing professional development By examining the individual journeys of assistant professors, the research aims to deepen the understanding of faculty experiences in both their preparation and early career stages.

• What were their continuing professional learning/development experiences?

• What tactical and strategic approaches worked for them? What did not?

• What challenges did they face in their continuing professional learning?

• Who was involved in supporting, or possibly hindering, their continuing professional learning?

This study aims to explore the significant experiences of junior faculty, focusing on how policies and support mechanisms, such as funding and resources, influence their ongoing professional learning By gathering these insights, the research seeks to benefit both individual assistant professors and the broader faculty community.

Purpose of the Study and Research Question

The study explored the experiences of tenure-track engineering faculty as assistant professors, focusing on the key influencers that shape their ongoing professional learning By examining members' descriptions, the research aimed to identify the factors that contribute to their development and growth in academia.

Scope of the Study

This study explored the professional development experiences of tenure-track engineering faculty at a Carnegie classified RU/VH institution, focusing on factors influencing their ongoing professional learning It did not analyze responses based on demographics such as gender or engineering discipline, emphasizing an exploratory and qualitative approach without expectations of generalizability To maintain objectivity, no specific frameworks were used in the study's design or analysis, ensuring that the research remained unbiased and open to understanding the phenomenon of continuing professional learning within this academic population.

Operational Definitions

dissertation Any definitions not accompanied by a citation have been developed by the researcher

An Assistant Professor in the United States holds an entry-level faculty position aimed at achieving tenure recognition within higher education At a Carnegie classified RU/VH institution, this new hire is expected to engage in research, teaching, and departmental service over a span of five to seven years, depending on the institution, as they work towards earning tenure (Cohen & Kisker, 2010; Schuster & Finkelstein).

In the United States, the title of Associate Professor typically signifies a faculty member who has achieved tenure, recognized by both peers and their institution While some non-tenured faculty may hold this title at certain institutions, this dissertation specifically refers to those with tenure-track appointments.

The Carnegie Classification (RU/VH) identifies higher education institutions in the United States that grant doctoral degrees and engage in significant research activities To qualify, these institutions must award at least twenty doctoral degrees annually, excluding professional degrees The classification emphasizes the volume of research conducted rather than its quality or impact, serving as a key indicator of an institution's research capabilities.

Collaboration: Colleagues “work[ing] together, especially in a joint intellectual effort”

Collegiality: The “cooperative interaction among colleagues” (Uchiyama & Radin, 2009) based on “building strong relationships [between peers] and validation of colleagues as equals (Marlon & Nass-Fukai, 2000)

Continuing professional learning: “Describe[s] the learning of practicing professionals

(Webster-Wright, 2009, p 705) It encompasses all informal and formal learning required to grow and excel in a person’s chosen profession

Faculty members are essential personnel at universities, responsible for fulfilling the institution's mission through teaching both undergraduate and graduate students They engage in scholarly research within their specific disciplines, contributing to the development of future scholars Additionally, faculty members actively participate in community outreach and university service, enhancing the educational experience and fostering connections beyond the campus.

Faculty development is a process aimed at enhancing the attitudes, skills, and behaviors of faculty members to improve their competence and effectiveness in addressing the needs of students, themselves, and the institution This definition, attributed to Francis (1975), encapsulates the essential purpose of faculty development, even as more recent definitions tend to incorporate additional, less relevant elements.

A full professor is the highest academic rank, representing a tenured faculty member who has received further promotion from their institution and peers This recognition is awarded for ongoing contributions to academia and the institution, highlighting the individual's sustained excellence and commitment to their field.

Influencers: “The capacity or power of persons or things to be a compelling force on or produce effects on the actions, behavior, opinions, etc., of others” (Dictionary.com

Institution(s): The various level of academic organizations within the university structure

Can be an academic center, a department, a college, or the university

Junior Faculty: Colloquial designation used to speak about assistant professors on the tenure-track hiring line at US institutions of higher education

Professional development consists of structured experiences aimed at introducing participants to innovative approaches in their field, characterized by distinct starting and ending points (Wenger, 1998).

Professional learning encompasses both formal and informal processes through which faculty members acquire the essential knowledge, skills, and attributes necessary for their success in the profession, both in the short term and long term.

Tenure is a status granted to faculty members based on their exceptional scholarly contributions, providing them with job security and protection from retaliation for holding unpopular beliefs This status ensures that faculty members receive annual reappointment until they choose to resign, retire, or are dismissed for just cause (Bakken & Simpson, 2011).

In the United States, tenure-track refers to a specific type of faculty appointment at academic institutions that emphasizes the importance of tenure in hiring and promotion decisions Unlike adjuncts and instructors, tenure-track faculty enjoy job security and protection associated with tenure, making this designation a significant aspect of academic careers.

Dissertation Organization

Chapter four details the selection and recruitment of participants, along with the data collection and analysis processes, while addressing potential researcher bias It presents the thematic results derived from the data In chapter five, the study concludes by discussing the identified themes, the findings related to these themes, and their implications for stakeholders Additionally, it outlines the study's limitations and offers recommendations for future research.

REVIEW OF LITERATURE

Profession

Understanding the concept of a profession involves recognizing its varied definitions, which can range from broad to narrow interpretations Professionalism exists on a continuum, spanning from highly esteemed and undisputed professions to less skilled and less desirable occupations, with most jobs situated between these extremes.

Most simple definitions of a profession situate advanced education as an important characteristic The Merriam-Webster Online Full Definition of profession as

A profession is defined as a vocation that necessitates specialized knowledge and extensive academic training, as highlighted by the Cambridge Dictionary, which describes it as work requiring specific skills and often regarded with respect due to its educational demands This underscores the critical role of education in shaping and defining professional careers.

Dall’Alba and Sandridge (2006) back this up by claiming a traditional definition of profession to be “based on systemic, scientific knowledge” (p 384)

A profession is defined as a socially constructed concept that involves a group interacting with society and fulfilling social functions through both formal and informal relationships According to Troman (1996) and Greenwood (2010), this perspective emphasizes the creation of a subculture within the profession, necessitating adjustments for career success This sociological view has evolved from insights about work generated between the 1940s and 1960s, highlighting the dynamic relationship between professions and the society they serve.

Professions like engineering, medicine, and law prioritize public welfare as a core aspect of their identity They view themselves as a collective of expert service providers dedicated to placing the needs and interests of the public above their own This commitment fosters trust between these professionals and the communities they serve, as outlined in their ethical codes.

From a systemic viewpoint, there are five elements that can be identified as distinguishing a profession from a standard job The characteristics are “(1) systematic theory, (2) authority, (3) community sanction, (4) ethical codes, and (5) a culture”

A systemic theory encompasses a recognized body of knowledge and skills essential to a profession, taught in higher education and regularly discussed at scholarly conferences This framework fosters authority and community trust, empowering professionals to act in the public's best interest While ethical codes are established by professional societies, many ethical dilemmas present gray areas that require professionals to apply their training judiciously (Greenwood, 2010).

The most significant aspect of a profession is its culture, which continuously evolves alongside ethics, technical knowledge, and public expectations Culture encompasses the symbols, values, norms, and other subjective elements that are socially negotiated by each generation within the profession (Greenwood, 2010).

A profession is defined as a socially constructed group of individuals who undergo specialized training in a specific field These professionals possess a strong awareness of their ethical obligations to both their peers and the public Additionally, they skillfully navigate the formal and informal relationships, as well as the cultural expectations within their domain, to achieve career success.

Professional Development

Professional development (PD) is often implemented in various organizations as a set of activities aimed at enhancing employees' capabilities, including their knowledge, skills, and attributes These activities can be provided by the employer either in-house or through external resources, ultimately helping individuals perform their job more effectively.

Many professional development (PD) activities have attempted to become more responsive to the needs of professionals by incorporating participant suggestions and fostering interactive engagement However, a significant challenge remains: these activities often fail to align authentically with the actual work requirements of participants Even if PD programs were fully optimized to provide authentic, engaging, and socially constructive learning experiences, they would still only constitute a small portion of the overall learning that individuals acquire in their workplace environments.

Continuing Professional Development (CPD) combines self-directed learning and organizational strategies with formal activities, as noted by Caffarella & Zinn (1999) However, critics argue that this broader definition merely expands individual actions without truly enhancing professional growth Researchers like Ann Webster-Wright (2009) and Dall’Alba and Sandridge (2006) question whether CPD adequately reflects the lived experiences of professionals or if a term like "continuing professional learning" would better capture the essence of ongoing development.

2.2.1 Professional Development to Continuing Professional Learning

This research study redefines professional learning as an inclusive process that encompasses all life experiences It emphasizes a shift from traditional professional development (PD) to a broader concept of continuing professional learning While PD remains an important aspect, it should not be viewed as the sole method for fostering lifelong learning among professionals Instead, it is just one component of a more comprehensive approach to professional growth.

Professional development often focuses on formal seminars and addressing faculty needs, but it fails to encompass the full spectrum of experiences professionals encounter in their careers A more accurate term is "professional learning," which aims to capture the ongoing journey of continuous learning and growth that professionals experience throughout their careers (Webster-Wright, 2009).

Professional learning is a comprehensive approach that includes self-directed learning, formal development courses, experiential opportunities, and classroom learning It represents the integration of work-related learning tailored to an individual's profession, addressing both formal and informal development activities This process not only focuses on job-specific tasks but also emphasizes personal growth, behavioral development, and attitude enhancement in the workplace.

Reframing professional development as continuing professional learning (CPL) aligns with the lifelong learning experiences individuals encounter and enhances their job performance This shift emphasizes a more positive perspective, viewing professionals as self-directed learners rather than as individuals who are deficient and in need of development While some may dismiss this as an overemphasis on semantics, adopting the term CPL encourages discussions about proactive, strategic engagement in lifelong learning for personal growth, rather than merely fulfilling employer requirements.

Reframing PD as CPL shifts the emphasis from development to learning

Many perceive development negatively, viewing it as a passive learning experience focused on training or education (Beckett & Hager, 2000) To connect these experiences to their professional work, individuals must actively apply insights gained from seminars or workshops to their daily practices However, this perspective overlooks the reality that most learning, including formal information, happens informally as individuals reconcile new knowledge with their existing understanding and future goals.

Shifting the terminology from "professional development" to "continuing professional learning" emphasizes a holistic approach to learning Holism posits that learning is influenced by various facets of an individual's life, as highlighted by Jarvis and Parker (2006) This perspective underscores that effective learning arises from the dynamic interplay between the learner, their context, and the subject matter.

Atomism seeks to deconstruct learning into isolated elements, overlooking the interrelated nature of these components In contrast, lifelong learning is most effectively understood through a holistic approach that recognizes the integration of all parts in the learning process.

2.2.2 Barriers Experienced by Engineers in Lifelong Learning

In 2012 the National Academy of Engineering produced a report entitled Lifelong

The imperative for continuous professional learning (CPL) in engineering is crucial for maintaining American competitiveness in the 21st century This necessity extends not only to entry-level engineers but also to engineering faculty, who require ongoing support for lifelong learning A report identified several barriers to CPL, including insufficient time, high costs, lack of funding, inconvenient locations, and inadequate employer support Caffarella and Zinn (1999) highlighted four key domains influencing professional development: interpersonal relationships, institutional structures, personal commitments, and intellectual and psychosocial factors These barriers and supports are remarkably similar for both practicing engineers and educators, underscoring the need for strategic solutions to enhance lifelong learning in the engineering field.

The report offers valuable insights for businesses, professional societies, educational policymakers, and institutions on fostering lifelong learning in students To stay competitive, American universities should prioritize supporting the key findings outlined in the report regarding faculty development (Dutta, Patil, & Porter Jr, 2012, p.12-14).

• Invest in lifelong learning for employees

• Communicate the value of lifelong learning

• Enact policies that encourage financial support for lifelong learning

• Develop a culture that supports a learning culture

In the cases of all the suggestions above, lifelong learning can be exchanged with professional learning for faculty.

Academic Profession

in the formal education process Differences in within the academic profession emerge as a variety of subcultures, such as K-12 education in the United States (Darling-Hammond

Higher education in the United States is characterized by a competitive academic profession, often viewed as a desirable full-time tenure-track position by graduating doctoral students This perception is supported by various studies that explore higher education dynamics both within the U.S and internationally, highlighting the complexities and challenges faced by academic professionals (Austin, 2002; Walker et al., 2009; Sykes, 1999; Abdal-Haqq, 1998; Knight, Tate & York, 2006; Fry, Ketteridge, & Marshall, 2008; Whitchurch, 2008; Hahn & Lester, 2012; Mundy, Kupczynski, Ellis, & Salgado, 2012; Nicholls, 2014; Clark, 1987).

The academic profession in the United States, particularly at Carnegie classified Research Universities with Very High research activity (RU/VH), is traditionally viewed through the lens of faculty roles in teaching, research, and departmental service Faculty members are primarily recognized for their interests in their respective fields, as well as their ambitions for career success and acknowledgment within the academic community This study focuses on tenure-track faculty, who are essential in fostering academic excellence through their contributions in classrooms, laboratories, and university service.

Faculty and Faculty Development

research within a discipline, preparing the next generation of scholars, and reaching out to the community and university through service (Schuster & Finkelstein, 2006; Boice,

Faculty development can be defined in both narrow and broad terms A narrow definition focuses on institutional programs aimed at enhancing faculty members' skills in teaching, research, and service In contrast, a broader interpretation encompasses a wide range of activities that contribute to the overall growth of faculty as educators, scholars, and individuals.

Table 2.1 outlines the diverse terminologies used to describe faculty development For the purpose of this study, faculty development will be defined as both formal and informal opportunities aimed at enhancing the skills and knowledge necessary for faculty to meet the minimum standards for tenure at higher education institutions in the United States.

Table 2.1 Alternative names for faculty development (Camblin Jr & Steger, 2000, p.3)

Emphasizes the development of faculty skills involving instructional technology, micro teaching, media courses, and curricula

Professional development: Emphasizes the growth and development of individual faculty in their professional roles

Emphasizes the needs, priorities, and organization of the institution

Career development: Emphasizes preparation for career advancement

Personal development: Emphasizes life planning, interpersonal skills, and the growth of faculty as individuals

The upcoming sections will outline the intertwined history of faculty and faculty development, detail the expectations surrounding tenure attainment in U.S higher education, analyze findings from three significant studies on faculty development, and examine the current framework of faculty development within the U.S higher education system.

2.4.1 Integrated History of Faculty and Faculty Development in US

The history of faculty and faculty development is deeply connected, as the earliest academic institutions in colonial America aimed to "educate and morally uplift the coming generation" (Boyer, 190, p.4) Teaching was perceived as a noble profession, similar to the ministry, where individuals were motivated by a desire to serve their community rather than seek financial gain, as noted by historian Theodore Benditt.

In the early days of academia, professors were primarily hired based on their religious commitment rather than their scholarly achievements (Boyer, 1990, p.5) Many of these educators taught at their alma maters while pursuing secondary careers in fields such as medicine, law, or ministry It wasn't until the 1800s that the roles of professors began to evolve, incorporating supervisory responsibilities alongside traditional college teaching (Schuster & Finkelstein, 2006) The foundation of education and the professoriate was centered on nurturing both spiritual and intellectual growth.

As the United States evolved from a colony into an independent nation, it recognized the necessity for a technically skilled workforce The establishment of the U.S Military Academy at West Point in 1802 marked the inception of technical education, focusing on science and engineering to safeguard the nation In the early 1800s, institutions like Rochester Institute of Technology and Yale began incorporating engineering and science into their curricula to support national development The 19th century heralded a new era of professionalization for faculty, characterized by specialization, the advent of graduate education, a lifelong commitment to teaching, and the rise of experts in various fields.

The professionalization of faculty necessitated ongoing professional development for career growth, leading to the introduction of the sabbatical concept at Harvard University in 1910 This initiative allowed professors to temporarily step away from their teaching duties to focus on scholarly development The sabbatical was designed to enhance both the personal and professional growth of faculty members, ultimately benefiting the institution's reputation and the quality of education provided to students (Ouellett, 2010).

The significant advancements in American education during the 19th Century were largely driven by Congressional legislation, beginning with the Morrill Act of 1862, also known as the Land Grant College Act, which allocated land to states for the establishment of institutions focused on liberal arts, agriculture, and mechanical training This pivotal law laid the groundwork for numerous agricultural and engineering schools across the United States, contributing to the country's emergence as a global leader in technology and agriculture in the 20th and 21st centuries Following this, the Hatch Act of 1887 provided funding to universities to foster community engagement through agricultural experiment stations, bridging the gap between academic research and practical application for farmers This enduring relationship continues today through agricultural consultancies and programs like 4-H, nurturing the next generation of agriculturalists and farmers.

The nineteenth century marked the establishment of the three fundamental pillars of faculty work: teaching, research, and service While teaching has always been a core responsibility of faculty, research gained prominence as a vital scholarly activity during this period Initially, research focused on basic inquiries aimed at enhancing understanding of the world, encompassing various fields such as philosophy and biology As the century progressed, the nature of research evolved, reflecting the growing complexity and specialization within academic disciplines.

In the 18th century, the Industrial Revolution in the United States led to a shift in research focus towards applied knowledge aimed at enhancing agriculture and manufacturing This era marked the emergence of service as a crucial third pillar of research, as scholars collaborated with farmers and industrialists to implement effective practices Through this partnership, they gathered real-world feedback, bridging the gap between theoretical expectations and actual performance outcomes.

In the nineteenth century, university faculty underwent a significant transformation with the standardization of faculty ranks This led to a dual structure of faculty responsibilities: traditional college tutors evolved into instructors focused solely on teaching, while a new category of professional faculty, known as professors, emerged to balance teaching with scholarly research and service.

In the early 20th century, the academic profession experienced a period of consolidation, where membership grew and the roles, responsibilities, and significance of faculty were clearly defined A pivotal moment in this development was the founding of the American Association of University Professors, which played a crucial role in shaping the profession's standards and practices.

In 1915, the American Association of University Professors (AAUP) was formed to advocate for the collective interests of faculty members in higher education This initiative led to the creation of committees that collaborated with institutional administrations, offering faculty insights on how to achieve the institution's goals and highlighting the vital role faculty play in this process A significant outcome of these efforts was the AAUP's influential report on College and University Government.

In 1939, it was proposed that faculty members should not be viewed as mere employees subject to manipulation by the president and trustees, but rather as academic professionals integral to teaching and influencing key institutional decisions (Schuster & Finkelstein, 2006, p 31) This perspective ultimately empowered professors to assert their tenure rights across various college campuses (Schuster & Finkelstein).

From 1940 to 1969, faculty history witnessed significant growth and diversification, marking the beginning of modern faculty development The post-World War II era saw a surge in higher education, fueled by the GI Bill, which provided financial support to returning soldiers, leading to an increase in faculty from 120,000 in 1940 to 236,000 in 1960 and reaching 450,000 by 1980 This period also initiated a gradual demographic shift within faculty ranks, reflecting the increasing diversity of the United States Although the change was slow at first, it has continued to evolve, with today's faculty demographics increasingly mirroring societal diversity, despite certain disciplines still being dominated by specific demographic groups This mid-century expansion and diversification of faculty were crucial in shaping the contemporary university faculty landscape.

Gap

The landscape of faculty work encompasses a variety of tasks and experiences across diverse groups, highlighting both the satisfaction of faculty members and the alignment of their perceptions with their responsibilities Faculty development research is intricate, as it pertains not only to higher education professionals but also to K-12 educators This research can be categorized into five key areas, including the development of K-12 teachers, as noted by Fenton & Watkins (2007), Archambault et al (2010), and O’Hara & Pritchard.

2008), (2) the improvement of teaching effectiveness of faculty in higher education (Steinert et al, 2006; Nakamura & Csikszentmihalyi, 2005; Klenowski, Askew, &

The evaluation of formal faculty development activities, including seminars and workshops, has been extensively studied (Sorinola & Thistlewaite, 2013; Taylor & McQuiggan, 2008; Steinert et al., 2008) Additionally, assessing the effectiveness of faculty developer programs is crucial for enhancing educational outcomes (Brent & Felder, 2003; Felder & Brent, 2010; Kucsera & Svinicki, 2010).

(5) the professional learning of faculty (Webster-Wright, 2009; Dall’Alba & Sandberg,

This dissertation addresses a significant research gap by exploring how professionals engage in learning, moving beyond traditional factors that contribute to professional development Guided by Webster-Wright's work, it aims to investigate the lived experiences of professionals, leading to a nuanced understanding of continuing learning This perspective is further supported by Dall’Alba and Sandberg, who emphasize the need for research into how professional education can enhance participants' understanding of practice through their learning experiences.

(2006, p 402) To assist researchers in capturing the construct of learning Dall’Alba and Sandberg’s proposed the following guiding questions (2006, p.402):

1 What constitutes professional skill in a range of professions?

2 Why do some professionals perform better than others?

3 What form and shape do development trajectories take for a range of professions?

4 How, and to what extent, can professional development be promoted in both formal and workplace settings?

This study addresses a significant gap in research literature by utilizing a lived experience approach to capture Continuing Professional Learning (CPL), moving beyond traditional professional development opportunities By focusing on the perspectives of engineering faculty members serving as assistant professors, the research enables participants to express their views on the factors that influence their CPL, thereby enriching the understanding of their professional growth.

The research highlights a significant gap by focusing on engineering faculty, as most studies on faculty development have predominantly involved a general faculty population with limited representation from STEM fields This trend may stem from the hesitance of engineering and other STEM faculty to engage in these initiatives Additionally, while examining the experiences of assistant professors is common in faculty development research, it restricts the breadth of the study's findings.

This study focuses on the transition from traditional faculty development to a more holistic approach to continuing professional learning (CPL), encompassing both formal and informal learning activities It recognizes that professional development is intertwined with personal growth By examining junior faculty's perceptions of current influencers on CPL, the research aims to illuminate how faculty have navigated their development and learning journeys, highlighting existing strengths and weaknesses Additionally, the metacognitive insights gained from their experiences may offer valuable recommendations for enhancing future CPL strategies for faculty.

Summary

This study explores the factors influencing the continuing professional learning of tenure-track engineering faculty, specifically assistant professors By examining the elements that contribute to their professional development, the research aims to enhance the preparation and effectiveness of these educators in their academic roles.

RESEARCH METHOD

Introduction

engineering faculty as assistant professors?

This chapter outlines the research study's methodology and sampling rationale It details the processes involved in developing the interview protocol, collecting and managing data, analyzing findings, addressing researcher bias, and ensuring validity Written in the first person, the chapter emphasizes the researcher's decision-making throughout the study.

This exploratory qualitative research study aims to identify how tenure-track engineering faculty manage their continuing professional learning (CPL) during their tenure as assistant professors According to Creswell (2009), research represents the intersection of philosophy, inquiry strategies, and specific methods This article will outline my worldview, methodological choices, and the approach taken to conduct the study.

Research Design Worldview

Qualitative researchers typically manage their biases effectively; however, they may overlook the influence of their perspectives on social interactions and environmental contexts According to Lincoln and Guba (1985), a philosophy or worldview serves as a fundamental belief system that directs actions.

These beliefs influence the choices of the researcher in how they choose to conduct a research study

My worldview is rooted in social constructivism, which posits that individuals collaboratively create their own "truths" rather than adhering to a singular, absolute "Truth" (Noddings, 2003) In research, this perspective means that participants shape their reality through social and subjective interactions As a researcher, I play a role in this construction by interpreting participant responses I am particularly interested in how individuals find meaning in their lives through social interactions, considering their social, historical, and current contexts Additionally, I explore the processes they develop to manage their relationships with others and the world around them Consequently, I have chosen a qualitative research approach to co-create an understanding of how engineering faculty engage in continuing professional learning (Creswell, 2009; Patton, 2002).

Inquiry Approach

In this study, a qualitative approach was chosen to deeply explore the phenomenon of continuing professional learning (CPL) The design prioritized understanding the participants' perspectives on what and how they engage in CPL, rather than focusing on their emotional responses While this approach limited the generalizability of the findings, it provided a richer contextual understanding of the phenomenon The exploratory nature of the research acknowledged the absence of prior insights into CPL, allowing for an open capture of participants' experiences and perspectives (Patton, 2002; Creswell, 2009; Miles & Huberman, 1994).

Methodological Frameworks

In this study, I utilized two distinct methodological frameworks: phenomenography for the study design and applied thematic analysis for data analysis By employing a phenomenographical lens, I made informed choices regarding sampling, interview protocols, and participant recruitment to effectively capture the diverse experiences of engineering faculty in continuing professional learning However, I encountered challenges in recruiting a diverse faculty sample essential for a phenomenographical study Consequently, I opted for applied thematic analysis, which enabled me to identify and construct prevalent themes reflecting how assistant professors navigated their continuing professional learning experiences.

3.4.1 Phenomenography Phenomenography was one of the methodological frameworks applied in this study Phenomenography, as defined by Ferrence Marton, is used for “mapping the qualitatively different ways in which people experience, conceptualize, perceive, and understand various aspects of, and phenomena in, the world around them (1986, p 31)

The study aimed to explore the diverse ways individuals articulate their experiences of a specific phenomenon, fostering an understanding of both the differences and similarities in these perspectives The insights shared by participants regarding their concrete experiences reveal not only how they personally encountered the phenomenon but also the significance it holds for them (Marton & Booth, 1997).

Phenomenography can be approached in two distinct ways: "pure" phenomenography, which focuses on capturing individuals' descriptions of their experiences as outlined in Marton's research, and developmental phenomenography, an evolved form that considers the broader context of the phenomena being studied This latter approach enables researchers to move beyond mere descriptions to explore how relational insights can influence and transform current practices (Bowden, 2000) Although I did not directly apply these phenomenographic branches in my data analysis, I utilized the principles of developmental phenomenography as a framework within thematic analysis, emphasizing the contextual significance of participants' experiences related to the phenomenon.

3.4.2 Thematic Analysis Thematic analysis was selected as a methodological framework to handle the analysis of the data Thematic analysis in the past had served as a method used to manage the data analysis process while application of a specific framework such as grounded theory or phenomenology was applied as lenses for evaluating the data

Boyatzis (1998) and Ryan & Bernard (2000) identified thematic analysis as a valuable methodological tool that can complement various research frameworks Recent developments, especially in the field of psychology, advocate for recognizing thematic analysis as an independent methodological approach for data handling.

Thematic analysis is a rigorous method for identifying and reporting patterns in textual data, allowing researchers to construct themes that reflect participants' experiences (Braun & Clarke, 2006) In this study, I employed this approach to shed light on the ongoing professional learning of assistant professors within engineering faculty, aiming to influence this phenomenon (Guest, MacQueen, & Namey, 2011) Thematic analysis served as a foundational framework for the data analysis process in my dissertation, with further details on its application in the coding process provided in the section titled Data Analysis Process.

Thematic analysis offered many advantages for as a framework for data analysis

Thematic analysis offers researchers flexibility in method execution, allowing for a comprehensive approach to data analysis that is both easy to learn and implement This method excels in condensing extensive data into rich, descriptive segments focused on specific phenomena Additionally, it can lead to unexpected findings, facilitate the dissemination of results to the public, and potentially influence policy development (Braun and Clarke, 2006; Guest, MacQueen, & Namey, 2011).

The takeaway of thematic analysis as a framework for data analysis was its accessibility and simplicity if you follow the proscriptive approach in production of useful and insightful data

A primary concern in thematic analysis is ensuring alignment between data collection and analysis This alignment is facilitated by employing a phenomenographic approach, which informs both the development of data collection methods and the creation of codes and categories derived from participants' responses.

I discuss thematic analysis framework’s impact on validity and reliability as well as coding in later sections.

Research Team

Dr Daniel Ferguson, my dissertation buddy and a fellow graduate student, played a crucial role in my research team He served as a sounding board during the design and analysis phases, consistently challenging my assumptions and assertions This collaboration helped me defend my choices and support them with solid evidence, enhancing the overall quality of my dissertation.

The dissertation buddy did not utilize identifiable data but interacted with de-identified information related to debating codes, definitions, categories, relationships, themes, and intercoder checks Their constructive feedback significantly enhances the quality of the qualitative study.

The final member of my research team was my blind member, Dr Michele Strutz

I engaged this team member infrequently, allowing significant time gaps between interactions Their role was to remain detached from the data, design, and analysis processes, only participating during key moments, such as the design proposal and final themes This approach enabled them to offer critical feedback from an outsider's perspective, ensuring a fresh viewpoint on the study.

The research team combined to challenge me continuously in my thinking as I navigated the study.

Sampling Framework

In this study, I utilized phenomenography to determine the sample size, aiming to capture the diverse experiences of participants regarding the phenomenon of interest (Akerlind, 2005; Akerlind, Bowden, & Green, 2005; Åkerlind, 2005) A key principle was to leverage the varied backgrounds and experiences of engineering faculty to gain insights into continuing professional learning experiences Consequently, I adopted a sampling approach that combined multiple techniques as outlined by Michael Quinn Patton.

(2002) for qualitative research – stratified purposeful criterion sampling

This study employs purposeful sampling to explore early career continuing professional learning among engineering faculty, focusing on those who have undergone professional development Participants from a Carnegie-designated RU/VH institution, known for its high research activity and commitment to quality undergraduate education, provided valuable insights into this phenomenon RU/VH institutions are characterized by granting at least twenty doctoral degrees annually and conducting extensive research activities, as classified by the Carnegie Classification system.

Criterion sampling enhances purposive sampling by refining the population to eliminate potential outlier concerns identified by the researcher This method focuses on participants who meet specific criteria, as outlined by Patton (2002) In this study, participants included tenure-track faculty members from engineering departments at a large Midwestern Carnegie designated RU/VH institution, who obtained their doctorate degrees from U.S higher education institutions, and hold degrees in science, technology, engineering, or mathematics (STEM) While participants with additional degrees in social sciences were accepted, those with education degrees or employment in education-oriented departments, such as the Department of Engineering Education, were excluded.

The study focused exclusively on tenure-track faculty, who are central to the academic community in universities These individuals possess a distinct academic experience, having to navigate the tenure process as a crucial aspect of their professional journey.

All participants must have obtained their doctorate from accredited US higher education institutions to ensure consistency in future faculty preparation While the level of preparation may vary among institutions and departments, this criterion guarantees that each participant graduated from a program with the option to focus on faculty readiness Additionally, participants are required to hold degrees exclusively in STEM fields, excluding education and social science programs This restriction helps eliminate potential biases related to pursuing education-based courses outside the participant's primary focus.

A final dimension applied to the sampling technique is stratified sampling

Stratified sampling is a method employed to manage identifiable subpopulations within a larger sample, ensuring representation across different groups By stratifying the population along three key dimensions, researchers can enhance the diversity of participant responses, leading to more comprehensive and varied data collection.

Qualitative Data Collection

In my research, I employed a phenomenographical approach to gather diverse perspectives on the phenomenon of continuing professional learning among participants The data was collected through semi-structured interviews, focusing on the experiences of faculty members as assistant professors in engineering By asking targeted questions, I aimed to uncover unique insights and variations in participants' perceptions of their professional learning journeys.

The researcher conducted interviews with participants using a handheld audio recorder, ensuring permission was obtained beforehand All recordings were securely stored on a password-protected hard drive, accessible solely to the researcher Each audio file was labeled with a pseudonym to maintain participant confidentiality.

Audio recordings were securely uploaded to Dropbox for transcription into verbatim text format Once transcribed, the text was saved in the same Dropbox folder as the audio files and transferred to a password-protected file system After completing the transcription, the Dropbox file was closed and deleted To ensure participant anonymity, all transcripts and notes were saved under pseudonyms chosen from a list of androgynous names obtained through a Google search, effectively masking the participants' identities, including their gender.

I created an interview protocol designed to encourage engineering faculty participants to share their learning experiences This protocol underwent eight iterations, informed by two pilot studies and initial data collection, before reaching its final form.

Figures 3.1 and 3.2 illustrate the evolution of language used in the interview protocol, transitioning from the pilot phase to finalized studies Specifically, Figure 3.1 highlights the transformation in the primary prompting question, emphasizing the shift towards learning, professional development, and experiential insights.

Figure 3.1 Evolution of primary interview question from learning to development to experience

The initial version of the interview protocol, detailed in Appendix A, was developed to assess the insights shared by faculty regarding their professional learning experiences This pilot study involved engineering faculty members who participated in the national conference of the American Society for Engineering Education.

Engineering Education (ASEE) Ten engineering faculty members were interviewed over the course of the five-day conference

A pilot study revealed two key findings regarding faculty experiences Firstly, participants struggled to articulate their learning, experiencing cognitive distress when asked about what they had learned as assistant professors This difficulty likely stems from the way individuals conceptualize knowledge acquisition However, when the focus shifted from "learning" to "development," faculty members were able to offer detailed and insightful descriptions of their journeys toward becoming proficient grant writers, educators, and researchers.

The second pilot study utilized a formalized interview protocol, detailed in Appendix B, with participants from the same institution as the target population Six individuals from the College of Technology and the College of Engineering, who were previously deemed ineligible based on the study's sampling criteria, participated To accommodate their busy schedules, the focus of the interviews was narrowed to teaching and research, with each session lasting 30 minutes This pilot study yielded clear data regarding the phenomenon, boosting my confidence that future participants would provide rich, descriptive contextual responses However, some questions, particularly the prompting ones, required rewording for clarity.

The final protocol used with the majority of participants (11 of 13) is in Appendix

C The first two interviews provided rich contextual data but I found my prompting questions going in a direction different than the protocol I incorporated the changes I made in the first two interviews into the protocol for the final interviews The main change was the introduction of a triangulation question where I prompted the participant to provide advice to me as an incoming assistant professor about managing my professional learning experiences (Figure 3.2) instead of phenomenological questions

Figure 3.2 Evolution of secondary interview question from a phenomenography to a triangulation orientation

Participants emphasized the positive aspects of their professional experiences as valuable advice, while dismissing the relevance of their less favorable experiences.

3.7.2 Participant Recruitment Participant recruitment was a challenge in this study I started recruitment with a completely random approach I identified all eligible participants within the College of Engineering at the institution for this study I bracketed the participants into nine groups The matrix designed had rank on one axis and three groups of engineering departments on the other axis The engineering departments were grouped by relatedness in the mind of the researcher as seen below:

Group 1 - Builders: Civil, Construction, Environmental and Ecological,

Group 2 – Process and chemicals: Agricultural and Biological,

Biomedical, Chemical, Industrial, and Materials Engineering

Group 3 –Design: Aeronautics and Astronautics, Electrical and Computer, and Mechanical Engineering

I assigned numbers to each professor within a nine-box matrix and utilized a random number generator to select four potential participants from each box, resulting in a list of thirty-six eligible engineering faculty members After eliminating the participants chosen in the first round, I repeated the random selection process to generate another list of thirty-six names This procedure continued until I compiled a complete email list of all identified eligible faculty members for the study.

In collaboration with my dissertation committee, I determined that my dissertation advisor, Dr Streveler, would send a recruitment email to potential faculty participants, as faculty are more likely to engage in research when approached by a peer rather than a graduate student This email, outlined in Appendix D, invited faculty to participate in a study focused on professional development for assistant professors To ensure maximum participation, a follow-up email was sent a week later to remind those who had not yet responded about the opportunity to contribute to the study.

The initial round of email solicitations yielded one participant for the study, while subsequent emails sent by Dr Streveler to faculty members resulted in no additional responses Consequently, a mass email invitation was sent to all faculty, including those already contacted, which led to three more participants joining the study Ultimately, the random recruitment efforts were largely unsuccessful, resulting in only four participants overall.

A new method of recruitment developed through personal interactions by the researcher, which was not intentionally planned but arose from spontaneous conversations with engineering faculty during casual moments, such as sharing meals or coffee This informal approach led to the successful recruitment of two participants.

Data Analysis

I analyzed the data using applied thematic analysis with a phenomenographical lens focusing the study on the second-order aspect of what and how participants discussed their continuing professional learning experiences

I organized my data analysis presentation into distinct rounds to effectively illustrate the collective actions occurring at each stage of the process The initial rounds focused on preparing and familiarizing myself with the data transcripts, while subsequent rounds involved engaging with the data to create codes that reflect participants' responses through my interpretive perspective Later rounds emphasized validating the findings and refining categories and themes derived from the emerging codes It is important to note that these rounds were not always sequential; the later stages of validity and category development led to a reevaluation of certain codes, resulting in modifications and adjustments to better represent the data.

During the initial phase, I listened to each participant's audio files at least twice to familiarize myself with their interviews while waiting for the transcriptionist to convert the recordings into written transcripts.

In the second round of my research process, I securely saved the transcripts from the transcriptionist in a password-protected file, along with the corresponding audio files To protect participant confidentiality, I renamed both the transcript and audio file using pseudonyms assigned to each participant, allowing me to refer to their responses without using their real names This approach minimizes the risk of accidental identification I carefully reviewed the transcripts while listening to the audio recordings to correct any inaccuracies or clarify technical terms that the transcriptionist may have misinterpreted.

In the third round of analysis, I reviewed a set of four interviews, focusing on key points rather than coding the transcripts I highlighted significant aspects such as graduate school experience, collaboration with graduate students, and mentions of mentoring This approach allowed me to create a comprehensive list of major topics, which served as a checklist for evaluating the relevance of each interview to the overarching themes.

In the fourth round of analysis, I initiated the process by conducting four interviews and applied an inductive coding approach to their transcripts The initial phases of open coding were carried out on printed versions of the transcripts Upon completing the coding, I utilized Atlas.ti, a qualitative data management software, to input the transcripts and systematically transfer the quotes and codes from my printed notes into the software.

Coding is a meticulous process that begins by revisiting the research question to ensure contextual understanding I carefully read the text, highlighted relevant segments, and assigned code names, while documenting these codes and their shorthand definitions in a notepad After coding all four transcripts, I reviewed and refined the code list by merging similar codes and enhancing their definitions This involved distinguishing what belonged to each code and re-coding the transcripts with the updated codebook, evaluating whether each code fit the new definition or warranted its own representation Ultimately, this led to the creation of an initial draft of the codebook.

In defining the scope of the code "learning from research with peers," it is essential to emphasize that it represents a collaborative, co-constructed working relationship rather than mere interactions This distinction is crucial to differentiate it from the code "learning from peers," which pertains specifically to informal interactions and observational learning from peers' actions.

In my analysis, I employed a segmentation practice to code transcripts, ensuring that I captured as much contextual meaning as possible This inclusion of contextual content is crucial in thematic analysis, as it allows for an accurate representation of participants' intentions behind their statements Without capturing this context, I would struggle to comprehend the motivations behind participants' actions (Gibson & Brown, 2009; Guest, MacQueen, & Namey, 2011).

In the fifth round of analysis, I meticulously coded nine transcripts by hand on printed copies before transferring them to Atlas.ti This approach, which involves using hard copies for initial coding, facilitates my selection of text segments as quotes and the assignment of corresponding codes, allowing for adjustments to code definitions as needed Once the initial coding was complete, I found that utilizing a qualitative data management program greatly enhanced my ability to access and organize quotes linked to specific codes efficiently.

In the sixth round of data analysis, I utilized Atlas.ti to generate printouts of individual codes along with relevant quotes from all participants This process allowed me to evaluate the appropriateness of each quote for its assigned code, determining if a quote required a new code, a revision of its definition, or a reassignment to a different code This meticulous work spanned approximately three months, marking a significant milestone in the data analysis process.

Data saturation was a significant concern in my study, which included thirteen participants Recommendations for the number of interviews needed varied widely, ranging from five to thirty-five, depending on the methodology used My chosen approach, phenomenology, suggested that a minimum of five to eight interviews is acceptable for a somewhat homogeneous population According to Guest, Bunce, & Johnson (2006), data saturation is achieved when the analysis of additional interviews fails to generate new codes.

In my research, data saturation was achieved after conducting nine interviews, with most codes emerging from the first six It's important to note that the final unique code appeared during the analysis of the thirteenth transcript, while no new codes were identified in transcripts five, eight, ten, and eleven By eliminating the randomness in the timing of coding, I determined that only nine interviews were necessary to reach data saturation This milestone is significant, as I acknowledge that there may still be a few random unique codes present in the broader population, though they are likely to be outliers.

In the seventh round of my research, I focused on maintaining consistency in my activities while finalizing the codes I collaborated with my dissertation buddy to conduct intercoder reliability checks, starting with a substantial excerpt of approximately ten pages from a single transcript After he coded the section openly, we convened to compare our findings, which led to insightful discussions on how to align the research question with the transcript and highlight intriguing statements from participants that, while interesting, were not relevant to the study.

A second round of intercoder reliability was conducted on a transcript consolidating responses from four participants across six pages My dissertation partner received the codes and their definitions, along with five additional codes and definitions The analysis of this test transcript revealed an 82% agreement in coding between us, which increased to 94% when accounting for contextual differences of more than three words This indicates a strong alignment in our coding decisions during the analysis.

I was not identifying and/or interpreting the data in an unusual or unacceptable way

In the eighth round of analysis, which coincided with the conclusion of round six and the onset of round nine, I conducted a strength testing of quotes in relation to a specific code This involved selecting and ranking quotes on a scale of 1 (low agreement), 3 (good agreement), or 5 (excellent agreement) I opted for a three-tiered strength test, as I believe that discerning differences beyond these three stages is challenging This 1-3-5 scale allows individuals conducting the strength test to better evaluate and determine how closely the quotes align with the code.

Summary

This study examines the continuing professional learning of tenure-track engineering faculty, specifically assistant professors, through a phenomenographic methodological framework This approach guided the sampling and interview process to capture diverse experiences of faculty engagement in professional development Data analysis employed applied thematic analysis to identify key themes influencing faculty learning Validity and reliability were ensured through collaborative data confirmation with a dissertation partner, with results detailed in chapter four of the dissertation.

PRESENTATION OF DATA

Introduction

tenure-track engineering faculty as assistant professors?

This chapter outlines the participants involved in the study and identifies four key themes that emerged, supported by evidence from their responses A detailed discussion on the implications and significance of these themes will be provided in Chapter 5.

Participants

of (1) being tenure-track engineering faculty, who (2) graduated with Ph.D.’s from higher education institutions within the United States, and (3) the degrees earned were in STEM or social science fields

Qualitative research typically highlights individual participant experiences to shed light on their unique perspectives regarding a phenomenon However, this study refrains from detailing personal insights to protect participant anonymity Instead, it aims to present a collective understanding of how faculty members approach their ongoing professional development The study offers contextual insights into the participants by examining their identities and motivations for becoming engineering faculty, thereby creating a comprehensive picture of their shared experiences.

Aeronautics and Astronautics 1 Agricultural and Biological

4.2.1 Participant Demographics Participant demographics are presented in Table 4.1 The primary takeaway from this table is the diversity of participants providing insight into the phenomenon of interest The diversity in tenure rank provided participants immersed in the process of tenure and others who reflected their time as assistant professors Almost half of the departments (6 of 14) in the institution’s College of Engineering contributed a participant to the study The variety in post-doctoral experience, industry experience, type of research emphasis, and tenure institution was further evidence that the participants brought a diverse perspective to discussing the continuing professional learning of assistant engineering professors The diversity was good for representing the range of potential experiences for the phenomenon

In this section, participants discussed their identity, why they chose to enter the profession of educating engineers, and the contribution of their graduate school experiences

All participants identified as professors, with their professional identity shaped by key responsibilities such as research, teaching, and service Casey and Jesse illustrate this construct through their insightful responses.

I’m a professor at [this institution] … for me it means that I do research, teaching, and service at a Research I Institution ~Casey

It means that I have a responsibility for teaching, conducting research, and there are – I mean there are both engagement responsibilities and administrative responsibilities ~Jesse

Some faculty members found that merely defining their identity through task orientation was insufficient; instead, they articulated their identities by connecting specific actions to their roles as engineering faculty Morgan and Sandy emphasized the significance of outreach, integrating teaching and research, as a vital aspect of their professional identity.

Professor Morgan emphasizes the interconnectedness of teaching, research, and service in academia He views service as an integral component that encompasses outreach efforts, support for professional societies, and community engagement, highlighting the collaborative nature of these roles in enhancing educational and research initiatives.

I am dedicated to educating the next generation of engineers in the [discipline-specific] industry while developing solutions for current challenges in [discipline-specific] applications Additionally, I actively promote our field and its capabilities, sharing the role of engineers with both the local community and a broader audience, including children and adults alike.

Only a few participants initially identified themselves as engineers, but when asked directly, the majority (9 out of 13) affirmed their identity as engineers While some acknowledged their engineering title, most attributed their self-identification to their professional training and educational background, particularly emphasizing their problem-solving approach.

Engineering is often seen as a buzzword for problem-solving, but I find joy in identifying challenges and gathering the right information and team to address them It’s essential to conduct thorough background research and approach problems from innovative perspectives, rather than simply adhering to traditional methods.

Sandy emphasizes her problem-solving approach to various tasks, including cleaning the house, which her kids have noticed This method reflects her unique way of thinking and tackling challenges in daily life.

The engineering faculty participants expressed that their identity extends beyond being merely engineers; they also see themselves as scientists This perspective arises from their fundamental research activities, which they believe align more closely with scientific inquiry than traditional engineering practices.

I consider myself a [discipline] scientist, not necessarily an engineer but a

[discipline] scientist I think my research is more geared sometimes towards the fundamental aspects of [discipline] discovery ~Jamie

While not all professors possess engineering backgrounds, engineering professors benefit significantly from their practical experience I consider myself primarily a scientist with engineering expertise However, I believe that those who focus solely on scientific research may have certain advantages in their field.

The participants, all professors, embody the expectations of a research-intensive university, integrating teaching, research, and service into their professional identities However, there is a notable distinction in how they perceive their roles, either as engineers or scientists.

The identity of faculty members reveals their self-perception in today's academic landscape, while their motivations for entering the profession offer deeper insights into their worldviews Many participants chose academia for the professional freedom it provides, alongside a passion for teaching and a commitment to preparing future generations.

The main motivation for 9 out of 13 participants choosing to become engineering faculty is the pursuit of professional freedom, which encompasses both academic and intellectual freedom According to the American Association of University Professors (AAUP), academic freedom is crucial to the mission of higher education, allowing faculty members to engage in inquiry and teach or share ideas without fear of repression, job loss, or imprisonment.

Intellectual freedom, rooted in the legal struggles of libraries to safeguard the written word, represents the fundamental right of individuals to seek and receive information from diverse perspectives without limitations This principle ensures unrestricted access to a wide range of ideas, allowing for comprehensive exploration of various questions, causes, or movements.

Themes of Influencers of CPL

professional learning of tenure-track engineering faculty as assistant professors?

The following four themes (See Figure 4.1) emerged from analyzing tenure-track engineering faculty’s responses about their continuing learning experiences

• Theme 1: All tenure-track engineering faculty experienced an institutional impact on their professional learning

• Theme 2: All tenure-track engineering faculty self-directed a portion of their professional learning

• Theme 3: Most tenure-track engineering faculty socially constructed a part of their professional learning

• Theme 4: Tenure-track engineering faculty reported a diverse set of mentoring experiences influencing their professional learning

This chapter will outline definitions and provide supporting evidence through participant quotes to reinforce the identified themes Definitions are included to clarify any contextual concerns regarding the terminology used Participant responses, highlighted in italics, will serve to anchor the narrative and illustrate the emergence of themes from the data, with each quote accompanied by the corresponding pseudonym of the participant.

Quotes from the semi-structured interviews serve as direct evidence of participant responses, though they may be slightly modified for readability while preserving their original meaning Modifications include the removal of filler words like "um" and "ah" to enhance clarity Additionally, identifiers such as gender pronouns and specific names of individuals, places, and institutions have been omitted to protect participant anonymity Any changes or clarifications made are indicated using non-italicized square brackets Ellipses are employed to denote omitted, irrelevant words from the participants' responses.

Figure 4.1 Emergent four themes influencing continuing professional learninig

4.3.1 Theme 1: Institutional Impact on Learning

Theme 1: All tenure-track engineering faculty experienced an institutional impact on their continuing professional learning

The theme highlights the engineering faculty members' interactions with the policies and activities established by the university and its academic units The term "experienced" indicates the participants' awareness of how these policies and seminars influenced them, either directly or indirectly Meanwhile, "impact" refers to the faculty's acknowledgment of the institution's role in shaping their experiences and perceptions of Continuing Professional Learning (CPL) Figure 4.2 visually represents the thematic development of the institutional impact on learning.

Figure 4.2 Thematic mapping of institutional impact of learning

Faculty participants highlighted that the institutional impact on learning is influenced by protective policies, structured professional development opportunities, and various forms of challenges and support provided by different units within the institution.

Professional development for assistant engineering professors often extends beyond formal skill training, as informal factors like time can significantly influence their ongoing learning journey.

Seven out of thirteen participants noted that departmental teaching and committee policies implemented by the department head offered protective measures that influenced the time they had for professional learning Sandy offers a comprehensive overview of the new assistant professor's role.

In the initial years as an assistant professor, the struggle for survival is intense, with little support available Upon starting, I faced the challenge of teaching two unfamiliar classes while simultaneously attempting to establish a research program Additionally, I found myself assigned to numerous committees, creating an overwhelming workload It was a situation where I had to either adapt quickly or risk falling behind.

The quote highlights the diverse challenges faced by faculty members, particularly junior ones, as they navigate their schedules The institution supports faculty by helping them secure additional time for essential professional development Casey emphasized the advantages of teaching protection, which minimizes the impact of course load on available time for growth and success.

I taught three different classes during the five years before I went up for tenure That was it And I just taught them over and over and over again

Casey felt fortunate to have a stable teaching schedule, which contrasted with colleagues who changed their subjects each semester This consistency allowed Casey to dedicate significant time to research and other projects, benefiting from the supportive environment provided by the institution.

Shawn agreed with Casey that permitting faculty members to teach the same courses can free up valuable time He also highlighted that ongoing course development limits the time new faculty have available for additional professional learning opportunities.

Throughout my teaching career, I have taught numerous courses, often receiving a new one each semester This requires me to constantly develop new materials and adapt my teaching approach However, after teaching the same course multiple times, I eventually reach a point where I can confidently deliver the content with ease.

Participants highlighted teaching load protection as a key policy credited to department heads, facilitating professional learning by creating more time for faculty (5 of 13) Additionally, department heads contributed to this protection by reducing faculty committee service obligations across the university (4 of 13), as noted by Casey and Lou, who observed the proactive measures taken by department heads to limit faculty involvement in committees.

They tried to put three assistant professors on some search committee …

Casey expressed concern about the selection process, questioning the decision to choose three assistant professors for a particular role In response, the individual assured Casey that they would handle the situation themselves, indicating that Casey's involvement was unnecessary.

In the beginning, he aimed to shield me from administrative responsibilities, as assistant professors are not typically expected to handle such tasks ~Lou

The article raises an unanswered question regarding whether department heads are proactively implementing policies or merely reacting to faculty concerns about increased workloads, as highlighted in Casey's case Evidence suggests that the department has collaborated with faculty by offering service protection when faculty members report challenges with their assignments Sam shared an experience of a colleague who faced difficulties due to excessive service commitments to the department.

Summary of Themes

Continuing professional learning is significantly influenced by various factors, with participants highlighting four key themes from their experiences These themes illustrate how different influencers shape the professional learning process, emphasizing the importance of ongoing development in the field.

• Theme 1: All tenure-track engineering faculty experienced some level of institutional impact on their professional learning

• Theme 2: All tenure-track engineering faculty self-directed a portion of their professional learning

• Theme 3: Most tenure-track engineering faculty socially constructed a part of their professional learning

• Theme 4: Tenure-track engineering faculty reported a diverse set of mentoring experiences influencing their professional learning.

DISCUSSION

Introduction

This chapter discusses the key themes identified from the data, highlighting the findings associated with these themes For readers unfamiliar with the entire dissertation, operational definitions of important terms can be found in Chapter 1.6 The primary research question explored the influences on the continuing professional learning of tenure-track engineering faculty serving as assistant professors The chapter concludes with an overview of the study's conclusions, implications, recommendations, limitations, and suggestions for future research.

Discussion of Themes and Findings

Assistant professors in engineering are expected to evolve into leading researchers and qualified educators who will shape future academics Key influencers that will affect their professional development and tenure attainment include mentorship, institutional support, and access to research opportunities.

The results of this exploratory qualitative investigation into the influencers on continuing professional learning for tenure-track engineering faculty as assistant professors yielded four themes:

• Theme 1: All tenure-track engineering faculty experienced some level of institutional impact on their professional learning

• Theme 2: All tenure-track engineering faculty self-directed a portion of their professional learning

• Theme 3: Most tenure-track engineering faculty socially constructed a part of their professional learning

• Theme 4: Tenure-track engineering faculty reported a diverse set of mentoring experiences influencing their professional learning

The findings from this study resonate with the earlier research by Ferguson et al (2013) on essential learning strategies for practicing engineers Engineers with over 20 years of experience demonstrated key themes such as self-directed learning, collaborative social learning, and a strong appreciation for quality mentorship While the direct influence of the company on professional learning was not explicitly noted, the engineers recognized that company policies played a supportive role Overall, both studies highlight that professional learning is shaped by the interplay of institutional factors, individual efforts, social interactions, and mentorship.

The dissertation reveals two key findings regarding the continuing professional learning of tenure-track engineering faculty as assistant professors: first, there is no single dominant pathway for their learning; second, four influential factors—institutional impacts, self-directed learning, socially constructed learning, and mentored learning—interact in various ways to shape each faculty member's professional development experience This discussion will explore the importance of these individual themes before delving into the broader implications of the findings.

The institutional impact on engineering faculty learning is significant, as evidenced by the policies of protection and formal professional development opportunities that shape professional growth Department chairs and tenure committees play a crucial role in this dynamic, directly affecting assistant professors by deciding whether to safeguard their time Participants highlighted that the policies governing teaching loads and committee responsibilities are pivotal in influencing professional learning The availability of protected time, as facilitated by department heads, directly correlates with faculty members' ability to engage in grant writing and research funding pursuits.

Faculty members express a desire for professional learning, yet often find formal development activities unappealing The primary issue appears to be a misalignment between the offerings and the participants' needs While some faculty members feel that the seminars meet their learning or personal motivation requirements, others perceive them as irrelevant and a waste of time, leading to dissatisfaction with the professional development provided.

The institution significantly influences various themes discussed, as evidenced by participant statements For instance, Lou emphasizes the importance of collaboration, while Shawn highlights the impact of the departmental mentor's behavior, illustrating how institutional actions shape faculty experiences.

I’ve found it to be a very uncollaborative environment… at one point our department head a meeting where [they] said, you know, “It’s every man for himself.” ~Lou

They’re just official capacities Yes, we have our meetings once a year… it’s kind of like one lunch a year out of this group ~Shawn

Self-directed learning among faculty is a common theme, as achieving tenure often requires individuals to demonstrate their capabilities and commitment This drive for self-improvement and professional development is reflected in the abundance of resources available, including books like "Advice for New Faculty," which guide new educators in navigating their academic careers.

In their exploration of academic resources, members of the faculty highlighted key texts such as "Nihil Nimus" (Boice, 2000) and "New Faculty: A Practical Guide for Academic Beginners" (Lucas & Murry Jr, 2011) that are essential for assistant professors These faculty members expressed a strong self-awareness of their learning abilities and demonstrated a proactive approach to experiential learning, embracing the process of trial and error to enhance their professional development.

Despite the widespread recognition of self-directed learning, there remains a significant discrepancy in faculty performance This raises two key questions: first, does the variation stem from individual factors such as resilience, persistence, and motivation? Second, could it be that some individuals prefer socially constructed learning methods but struggle to access these resources? While the latter question is beyond the scope of this discussion, Robin offers valuable insights into the first possibility, emphasizing the importance of personal attributes in influencing learning outcomes.

Robin reflects on a pivotal moment when they resolved not to succumb to despair but instead focus on pursuing what they truly enjoyed They recognized that if achieving tenure required sacrificing their passion and well-being, it was not worth it Ultimately, the importance of finding joy in their work became paramount.

The social construction of learning emphasizes the importance of knowledge acquisition through social interactions Engaging with peers, whether in a collegial or collaborative setting, significantly enhances the professional development of assistant professors These peers share similar experiences and challenges, making it essential for them to work together to develop solutions and negotiate understanding of necessary skills and knowledge, ultimately benefiting their future growth.

Communities of practice enable peers to collaboratively enhance their understanding of organizational processes, navigate political dynamics, and devise strategies for addressing unique challenges.

In 2003, faculty participants emphasized the importance of seeking feedback and opportunities from NSF program managers, highlighting how engagement with NSF and NIH grant panels offers valuable insights and access This collaboration fosters a community of practice where peers, working towards common goals, can share knowledge and experiences, ultimately enhancing their collective efforts.

The social construction of learning highlights concerns regarding the valuation and support of collaborative efforts among faculty Participants express a contradiction within the institution, where a call for collaboration exists alongside a lack of recognition for such efforts by tenure committees Some faculty members report experiencing negative feedback from senior colleagues and department heads when engaging in collaborative work However, individuals like Kelly view collaboration as a beneficial and constructive aspect of their professional development, choosing to overlook the reservations of their peers.

Kelly acknowledges the concerns expressed by others regarding collaboration, yet she remains optimistic She believes that if she is to work with people and share responsibilities, trust is essential, and she is willing to embrace that trust, even if it may seem naive.

Conclusions

Tenure-track engineering faculty emphasize the importance of experiential learning and peer collaboration in their professional development They highlighted that their growth is significantly shaped by interactions with valued colleagues and mentors A variety of mentoring experiences were reported, each contributing uniquely to their ongoing professional learning These insights were systematically analyzed to address the research question regarding the nature of continuous professional development among faculty members.

The study revealed that individual engineering faculty members approach continuing professional learning (CPL) through a unique combination of four influencers, with no single influencer dominating the process Consequently, it is essential for faculty, administrators, and faculty developers to understand that a one-size-fits-all strategy will not effectively meet the diverse CPL needs of tenure-track engineering faculty.

Implications of Findings

In the methodology section of the dissertation, the researcher adopts a social constructivist worldview, which emphasizes the role of the researcher as a co-constructor of knowledge This perspective highlights the importance of understanding and interpreting the lived experiences of research participants The implications of this approach stem from the belief that realities are shaped by multiple mental constructions that are socially and experientially grounded, varying in form and content based on the individuals who perceive them.

Observing dialogue enables us to create a comprehensive meta-narrative that honors individuals as whole beings rather than merely as fragmented parts This approach emphasizes the interplay of various elements, revealing the essence of wholeness By adopting this perspective, we can start to envision a more authentic understanding of human experience.

This study presents a series of visual representations that illustrate how various influences affect the professional learning of junior faculty members These models offer a framework for understanding the individual components that contribute to a faculty member's professional development Additionally, an educational framework is proposed to guide the implementation of formal professional development programs for faculty Ultimately, these representations aim to provide valuable insights that can inform future research and practices in continuing professional learning.

5.4.1 Visual Representation of CPL in a Faculty Member The visual representation in Figure 5.1 illustrates the myriad of ways that the four identified influencers – institutional impact on learning, self-directed learning, social construction of learning, and mentored learning – can combine to as a representation of the continuing professional learning process of assistant professors as tenure-track engineering faculty This visual representation emerges from a meta-look at the influencers developed from the data and reflective thinking, by the researcher, on the individual participants holistically from their transcripts There are several caveats that need to be mentioned about the visual representation presented in Figure 5.1

Figure 5.1 Visual representation of possible interactions of influencers for continuing professional learning

Visual representations in this context illustrate how influencers might interact with individual junior faculty members, serving as a framework for understanding the preferential presence of Collaborative Professional Learning (CPL) among them These visuals should be viewed as interpretations of data, highlighting that while a faculty member primarily engaged in dyadic interactions may still have some collegial or mentoring experiences, their CPL journey is unlikely to involve all four influencers consistently throughout the process.

It is important to note that the visual representations of junior faculty members' continuing professional learning (CPL) experiences are based on the perceptions shared during a single interview with 13 participants from a Carnegie classified RU/VH institution The term "potential" is used to emphasize that these representations reflect only a subset of experiences The researcher recognizes that expanding the participant pool to include a more diverse population and employing different data collection methods, such as metacognitive priming, could enhance the visual representations of CPL Despite these limitations, the findings from this dissertation serve as an initial step toward understanding and visually depicting the preferential CPL experiences of assistant professors in engineering colleges seeking tenure.

The visual representations in Figure 5.1 depict dyads, triads, and quadrads with influencers shown as equivalent in size, which oversimplifies their relationships While the data supports these visual models, it lacks the depth needed for a quantitative analysis of the influencers' relative sizes Future studies are envisioned to explore the nuances of these groupings, identifying instances where one influencer is more significant than others, which may only have a moderating effect Although future research will determine the significance of each influencer, the current focus is on establishing basic visual representation models based on available data.

This article will explore various visual representation models, including monads, dyads, triads, and quadrads, arguing for and against the existence of each It will culminate in presenting statements from a single participant that align with their entire transcript, supporting the notion that an individual faculty member's perception of their CPL experience as a junior faculty aligns with the proposed visual representation structure.

The researcher emphasizes that the quotes and contextual data used for the visual representations are derived from a single set of interviews, highlighting their limited scope Insights drawn from the researcher's in-depth analysis of this data offer valuable implications for future exploration The expectation is set for future studies to either confirm, refute, or refine these proposed visual models based on the findings of this research.

The concept of a monad, which suggests a single influencer driving a faculty member's continuing professional learning (CPL), is not supported by the data Instead, multiple influencers, including self-directed learning, socially constructed learning, and mentored learning, must work together alongside the institutional impact on learning This institutional influence plays a crucial role in shaping policies related to tenure, providing a contextual framework for CPL Participants consistently noted the significant input from department chairs, tenure committee members, and university administrators, who offered essential feedback and guidance on their paths to achieving tenure.

The institutional influence on a junior faculty member's career progression cannot solely define the concept of Career Progression and Leadership (CPL) If one were to view the institution as the only factor in a faculty member's journey to tenure, it would suggest that the faculty member did not contribute personally, seek mentorship, or collaborate with colleagues, which is unrealistic Such a scenario would imply that an institution could grant tenure without regard for the quality of research or teaching, undermining the integrity of the tenure process In research-intensive higher education settings, this could lead to justified criticism of tenure, transforming it into a mere political appointment rather than a recognition of professional achievement.

A dyad representation in a faculty member's continuing professional learning (CPL) involves two influencers, where one typically dominates the other in contribution While the primary influencer often has a greater impact, the role of the secondary influencer should not be underestimated One essential component of this dyad is the institutional impact on learning, which encompasses tenure policies, both formal and informal messaging regarding tenure, and development opportunities that shape the CPL environment for faculty The key consideration is identifying which additional influencers can effectively combine with institutional impact to create a robust dyad for professional growth.

In the context of dyadic relationships within faculty collaborative professional learning (CPL), only the self-directed learning influencer can effectively form a dyad with institutional impact on learning This influencer embodies the decision-making processes of faculty members, as their choices—such as seeking mentorship or engaging with colleagues—are rooted in personal self-direction Consequently, both mentored learning and socially constructed learning are derived from self-directed learning, reinforcing its central role in the dyadic representation of CPL.

The dyadic representation of Collaborative Participatory Learning (CPL) highlights the interplay between institutional impact on learning and self-directed learning, as illustrated by Robin's experiences Robin shared insights regarding the four key influencers that shape this relationship, emphasizing how institutional support can enhance self-directed learning initiatives.

Institutional Impact on Learning Influencer

Talking about professional development activities provided by institution

Robin expresses regret about investing time in certain clinics, feeling that the return on that investment was inadequate She believes there are more worthwhile activities to pursue than attending those appointments.

Talking about directing and controlling own professional experiences

Recommendations for Key Stakeholders

This dissertation focuses on the professional development of tenure-track assistant professors, outlining key considerations for three primary stakeholders: faculty, administration, and faculty developers It presents a concise bullet-point summary of essential thoughts, followed by an in-depth discussion of each proposed idea, emphasizing the collaborative efforts needed to enhance the professional learning experience for new faculty members.

5.5.1 Engineering Faculty The following recommendations are proposed for tenure-track engineering faculty as assistant professors to consider:

1 Engage in purposeful metacognition to understand how you learn best and apply this to your continuing professional learning process

2 Identify and consider the significance of the continuing professional learning support a given institution provides when seeking an academic job

3 Reflect on personal experience seeking tenure AND the current/future professional needs of an academic in your field to be a change agent for modifying the tenure process within your department, college, and university

Engineering faculty should actively engage in metacognition to reflect on their past learning experiences and the contexts in which they occurred They should consider their preferred learning methods, such as reading, introspection, and discussions with colleagues, to better understand how they analyze and evaluate ideas If faculty members find it challenging to navigate this metacognitive process, seeking input from past collaborators, such as dissertation advisors or mentors, can be beneficial By identifying and embracing effective learning strategies—whether self-directed, socially engaged, or mentorship-based—faculty can create a solid framework for planning their future professional development.

When applying for faculty positions, it is crucial to proactively inquire about how the department, college, and university will support ongoing professional learning Creating an environment that encourages faculty growth benefits both the new hire and the institution While not the primary factor in job selection, the policies and opportunities for faculty support should be significant considerations when comparing institutions, as they can greatly influence long-term success Continuing professional learning (CPL) includes essential activities such as startup funds, teaching releases for research, and early preparation seminars A university with a well-defined plan for assisting assistant professors in their pursuit of tenure can play a vital role in their tenure success.

Faculty members are encouraged to reflect on their tenure experiences and identify future professional capabilities that can enable them to act as change agents within the tenure process While enacting change as an assistant professor can be challenging, collaborating with senior faculty and department heads to address policy inconsistencies is essential Recognizing and understanding discrepancies in the tenure process can prompt necessary changes, even if there are no guarantees As faculty progress to tenured positions, it is crucial not to view the tenure process as static or acceptable simply because they have navigated it themselves.

Academic leaders often talk about leadership but fail to proactively develop their profession, particularly regarding the tenure process While collaboration is frequently highlighted as a desirable quality in institutional policies, it is often met with indifference or negativity during tenure evaluations Many tenured faculty feel uncertain about the benefits of collaborating with assistant professors, fearing potential negative perceptions for both themselves and the junior faculty To foster a culture of collaboration, institutions must revise the tenure process to include assessments of collaborative abilities and consider rewarding senior faculty for their participation in collaborative efforts.

Changing the culture of tenure processes at universities is challenging, as many view it as a rigid system resistant to modification To effectively support junior faculty in their academic careers, alignment between the tenure process and current institutional messaging is essential, requiring proactive leadership Senior faculty, including associate and full professors, should reflect on how their departments are fostering the development of future academics within the existing tenure framework It is crucial to consider practical adjustments to the tenure process that could enhance the experience for junior faculty, benefit the institution, and ultimately strengthen the academic community.

5.5.2 University Administrators (Institution) The following recommendations are proposed for university administrators, representing the institution, to consider:

1 Recognize that engineering faculty engage professional learning along multiple paths so no one set of institution-based professional development activities will meet all engineering faculty, particularly assistant professors’, needs

2 Co-construct policies and support mechanisms at various academic levels to provide support to the continuing professional learning of engineering faculty

3 Support the construction of professional learning opportunities that are authentic, pragmatic, and tiered (APT method) for engineering faculty

University administrators should acknowledge the unique and independent approaches of each faculty member to Continuing Professional Learning (CPL) It is essential to balance faculty autonomy with collaborative efforts when engaging them, co-constructing policies, and facilitating professional development opportunities Recognizing that engineering faculty progress through diverse professional learning paths is crucial; some rely on institutional support, while others thrive on peer interactions Administrators must understand that, regardless of their rank, they are viewed as representatives of the institution's interests By fostering a dialogue about faculty preferences for professional development, administrators can better align institutional support with the specific needs of their faculty.

To ensure effective policy implementation, university administrators must collaborate with faculty to co-create policies and action plans While a university can establish various policies, it is crucial to align these policies with the actual experiences and feedback of faculty members Collaboration emerges as a key focus area, reflecting its significance among study participants and highlighting the need for consistent messaging within the institution.

The university's commitment to collaboration emphasizes the importance of assistant professors engaging in research, teaching, and community service, establishing a clear policy for how collaborative efforts should be documented in tenure packages This policy aims to guide tenure committees in distinguishing between appropriate and inappropriate forms of collaboration, while also outlining expectations for senior faculty in mentoring new assistant professors and the potential benefits for their promotion and compensation Effective implementation of these policies requires a comprehensive understanding among all stakeholders of how their contributions to professional learning initiatives will be recognized and rewarded, as poorly developed policies are likely to fail without this clarity.

University administrators should prioritize their role in supporting the continuing professional learning (CPL) of junior faculty, as many are eager to assist but face challenges with low participation rates, especially among engineering faculty This lack of engagement can create the perception that faculty are disinterested in professional development opportunities To combat this issue, administrators can implement structured professional development activities that utilize an authentic, pragmatic, and tiered approach known as the APT method.

Authentic learning is fundamentally about addressing real-world contextual needs (Lombardi, 2007; Stein, 2004) For instance, a grant writing workshop for new assistant professors may cover the basics, but it falls short for experienced faculty A more effective approach would be a seminar tailored to specific needs, such as crafting the educational component of an NSF grant, creating a more authentic learning environment for engineering faculty Jesse's quote reinforces this perspective.

The issue lies in adhering to conventional methods that cater to the lowest common denominator, focusing on how to operate in a crowded environment while following standard protocols This approach aims to meet community expectations within a typical research framework However, I prioritize innovative research that transcends these limitations, rendering such standard practices of minimal value.

In addition to authenticity, the professional development activities need to be pragmatic

Pragmatism involves individuals acquiring valuable knowledge, skills, or insights that can be applied to their work, making attendance at events worthwhile This need for pragmatic learning is evident in participants' feedback regarding seminars, as highlighted by Robin, who shared sentiments from attendees about the benefits of such educational experiences.

I have always found pointless meetings to be a waste of time Reflecting on my experiences, I realize that participating in such gatherings often leads to regret, as the time invested rarely yields sufficient returns I believe there are always better ways to utilize my time.

Limitations of the Study

The study focuses on a sample of engineering faculty from the Midwestern United States, which does not accurately represent the broader population of engineering professors, particularly those at non-research intensive universities The participants, primarily Assistant Professors in the College of Engineering, were mainly those willing to share their learning experiences, leading to a limited response rate from tenure-track professors Many responses came through referrals from ineligible faculty, raising questions about the motivations of these participants and their comfort level in engaging with researchers Additionally, the sample exhibited an over-representation of female faculty and an under-representation of internationally born and raised tenure-track engineering professors.

This study utilized a thematic analysis approach, emphasizing a second-ordered interview construct to explore the ongoing professional learning experiences of participants, intentionally excluding their “lived experience” perspective The choice of methodology significantly impacts the outcomes, suggesting that alternative designs could yield different insights Four key themes emerged from the experiences of engineering faculty at the institution, highlighting the nuances of their professional development.

A key limitation of this research was the intentional alteration of participants' identities by the researcher, who replaced gender-specific names with androgynous alternatives This approach, detailed in the methodology section, aimed to eliminate biases related to gender, race, and other identifiers, allowing for a focus on the collective experiences of junior faculty The decision was driven by concerns over the anonymity of female and minority participants, which ultimately led to the exclusion of demographic factors in the analysis Consequently, this choice resulted in the loss of nuanced insights into the individual experiences of underrepresented groups, prioritizing a broader narrative of junior faculty's professional development in their pursuit of tenure.

Qualitative research, especially exploratory studies, focuses on providing insights rather than generalizable results This study illuminated a model representing the ongoing professional learning experiences of individual faculty members; however, the limited number of participants compared to the broader population of tenure-track engineering faculty restricts the applicability of these findings to all engineering faculty.

Recommendations for Future Research

Ongoing research into the professional development of faculty, both in engineering and non-engineering fields, is essential at every career stage This study identified four key themes and proposed an integrated model for understanding the continuing professional learning process of engineering faculty Expanding the participant pool in future studies would enhance the validity of this model and offer insights into specific subgroups, such as gender, country of origin, and department Comparative studies examining responses across these subgroups could reveal valuable similarities and differences within the engineering faculty population Additionally, including non-engineering faculty or those from institutions with different Carnegie classifications could broaden the applicability of the identified themes and model.

Significant Considerations of Findings

The research on faculty development in U.S higher education offers valuable insights by presenting new data derived from thematically analyzed qualitative interviews These interviews focus on faculty reflection and metacognition regarding their ongoing professional learning experiences, contributing to future research studies and programming in faculty development.

The study identified four unique influencers affecting the professional learning experiences of junior faculty, with variations based on individual interviews yet some commonalities present This indicates that a one-size-fits-all solution is inadequate for addressing the diverse needs of junior faculty members However, targeted strategies can be developed to enhance professional learning for a broader range of these faculty To achieve this, institutions must identify the specific wants and needs of their junior faculty, aligning and coordinating resources to provide effective ongoing professional learning opportunities for as many faculty members as possible.

Research indicates that institutional influence is a significant factor in the faculty development process, particularly regarding tenure policies that shape assistant professors' perceptions of available development opportunities To enhance clarity for junior faculty, educational institutions should align their messaging and policies on tenure with an emphasis on the importance of ongoing professional learning A key aspect of this alignment involves establishing clear expectations for collaboration within the tenure evaluation process, which can help clarify whether collaboration is viewed positively or negatively in the context of professional development for tenure-track assistant professors in engineering Improving communication between the institution and faculty is essential to facilitate this understanding.

Assistant professors at Carnegie classified RU/VH universities should create a strategy for continuing professional learning by engaging in conversations with former colleagues, particularly those who guided them during their doctoral studies Insights from dissertation advisors and mentors can help faculty reflect on their developmental experiences This process should be complemented by metacognitive practices, prompting faculty to assess their past experiences, identify future needs, and seek resources within or outside the university for growth opportunities This reflective approach is essential for establishing a robust professional learning strategy Additionally, career coaches are available to support faculty in this journey This guidance is relevant not only for assistant professors but for all faculty members and professionals aiming to enhance their continuing professional learning.

University administrators should prioritize two key actions to enhance the professional learning environment for incoming tenure-track assistant professors, which will also benefit all faculty First, they must ensure alignment in tenure policies and messaging among mentors, tenure committees, department chairs, college administrators, and university officials This alignment would clarify how collaborative efforts are valued in the tenure process, providing assistant professors with clear guidelines on what constitutes valuable collaboration for tenure attainment By fostering consistency across departments and colleges, institutions can effectively communicate the importance of collaboration among faculty members.

University administrators should prioritize the development and alignment of professional development activities across departmental, college, and university levels Identifying the specific professional development programs needed and determining the most suitable organizational unit to support them is crucial This approach will enhance the relevance of these programs for faculty, who have expressed that current offerings often do not meet their needs, although they may be beneficial for other colleagues.

Final Thoughts

This study presents two key outcomes to enhance understanding of influencer interactions in faculty continuing professional learning (CPL) First, it introduces metaphorical equations that encourage a holistic view of how tenure-track engineering faculty approach CPL Second, it proposes a framework of "lenses" for administrators and faculty developers to design effective CPL experiences Additionally, this work suggests that these concepts can be expanded beyond faculty to inform the design and approach to continuing professional learning across various professional fields.

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Appendix A Early Pilot Interview Protocol

Interview participant: Location: Dates held: _

 Tell me about yourself o Personality traits, interests, etc… for BIO

 Tell me about your lived experiences learning to be a researcher? o Chronologically (start at grad school) o Did you learn about ethics in research? o Tell me more…

 Check Back o Is there anything else about learning to be a researcher that you want to share with me?

 Tell me about your lived experiences learning to be a teacher? o Chronologically (start at grad school) o Tell me more…

 Check Back o Is there anything else about learning to be a researcher that you want to share with me?

 Thank you! Next steps: send you transcripts when they are completed

• What do you consider to be your field of work as a faculty member? o If participant needs prompting:

 What discipline do you associate with?

 What do you call yourself? Why is that?

 Do you call yourself that when describing what you do to other people?

 What field is your background in? What have you been trained in?

• What does the word professional development mean to you?

• I use the term professional development , but is there a word or phrase you are more comfortable or familiar with that describes professional development in your field?

• How long have you been involved with professional development (insert their word choice)?

• Do you have any formal professional development (insert their word choice) training? o What did that involve?

As an assistant professor, I had a transformative professional development experience through a faculty mentorship program, where I actively participated in a series of workshops and peer coaching sessions My primary goal was to enhance my teaching and research skills, and I approached this experience with a growth mindset, seeking feedback and guidance from experienced mentors and colleagues The program involved a collaborative effort, with a team of senior faculty members and departmental administrators providing support and resources, while I took ownership of my learning, setting specific objectives and tracking my progress Through this experience, I not only developed my expertise but also established a network of peers and mentors who continue to contribute to my ongoing professional growth and development.

 How often did you interact with other?

 What did a typical interaction with the other involve?

 What kind of information were you trying to learn from them?

 Why was important to have that particular information?

 What did you do next after you met with the other?

 Where were all of the places you met with your other?

The influence of others significantly shaped my professional development, leading to tangible outcomes that enhanced my skills and productivity This experience allowed me to assimilate valuable insights, which I integrated into my work approach, ultimately improving my effectiveness and decision-making in my career.

• Do you think you “learned” from this professional development experience? If

“Yes,” in what way? If “No,” why not?

• Can you describe another experience you have had that involved professional development? o How do you think this is different from the experience(s) talked about earlier?

• Based on what we have discussed, what is professional development?

• When you think about doing professional development, what does that mean?

• As a faculty member, what things are important to think about when undergoing (?) professional development?

• Please describe any experiences that challenged your way of thinking about professional development?

• Reflecting back on your experiences, if you were to change anything related to professional development, what would it be? o Step through each experience

Professional development encompasses a variety of terms, including faculty development and continuing professional learning These terms may carry similar or distinct meanings for individuals If you have used different words to describe professional development, how do those terms resonate with you? Conversely, if you have not explored alternative terminology, consider how the various phrases associated with professional development might differ in significance.

• What experiences do you believe contributed the most to your development as a faculty member?

As a faculty member, it's essential to reflect on your development and share any additional insights that may not have been covered in previous discussions Consider addressing any significant experiences, challenges overcome, or unique contributions you’ve made to your department or institution Highlighting these aspects can provide a more comprehensive view of your professional journey and growth within the academic community.

• Do you have any questions of me?

• Thank you for your time!!!!

Subject line of email: Opportunity to Provide Your Perception of Continuing Career

I am seeking engineering faculty to share their experiences of professional development during their early careers This is your chance to offer insights and perspectives on the ongoing growth of early career professors The primary aim is to influence how administrators can better support the continuous development of early career faculty.

This study aims to explore the early career experiences of tenure-track engineering faculty members Participants will engage in a 75-minute semi-structured interview focused on their professional development experiences during the initial stages of their careers.

If you are interested in participation or have any questions about the study, please email James Cawthorne, doctoral candidate, at jcawthor@purdue.edu

Thank you for considering participation in this research study

Associate Professor, School of Engineering Education

Purdue University, West Lafayette, IN 47907 streveler@purdue.edu

This codebook outlines the codes, super codes, and themes derived from participant responses related to demographic information It is organized alphabetically, progressing from specific codes to broader themes Some codes are not grouped into super codes, as they may represent isolated factual information rather than contributing to a cohesive category The presentation of the codebook follows a structured format for clarity and ease of understanding.

CODE – Abbreviated name of the code

FULL CODE – Full name of the code May be same as CODE

Definition – Definition for applying the code

Example – A quote from the participant responses that served as representative of the type of statements this code was applied to in the analysis process Will be italicized

Other Codes – Codes used to construct category or theme Will exist in lieu of an example with categories or themes Will be italicized

Faculty participant identifies as being a member of the Agricultural and Biological

Faculty participant identifies as being a member of the Agricultural and Biological

Ag and Bio Engineering ~Multiple participants

Faculty participant identifies as being a tenure-track engineering faculty member holding the rank of associate professor

Faculty participant identifies as being a tenure-track engineering faculty member holding the rank of assistant professor

Faculty participant identifies as being a member of the Chemical Engineering

Faculty participant identifies as being a member of the Electrical and Computer

Electrical and computer engineering ~Single participant

Faculty participant identifies conducting research firmly within the boundaries of their specific engineering discipline

No code provided because information may identify participant

Faculty participant identifies conducting research at the intersection of multiple engineering disciplines, of engineering and science, or engineering and social sciences

No code provided because information may identify participant

Faculty participant identifies as being a tenure-track engineering faculty member holding the rank of full professor